Students who complete the ESL series, GED® classes, or College Prep classes can get a Certificate of Completion after filling out this Exit Survey. Once the Exit Survey is filled out, students should bring a piece of paper to the office with their name and address on it. Afterwards, the Certificate of Completion will be mailed.
All new ABE/GED®/ESL students must attend a 10–12 hour orientation class where they will be tested, learn about the program, take a tour of the campus, and set goals. Students need to attend every day of the orientation–no exceptions. If there are students who haven't studied in our program for two years or more, they will be considered a new student and will need to go through orientation as well. Orientations generally happen during quarter breaks.
Students who are registered for class and do not show up to the first day of class may get dropped from classes. Students have to plan to show up on day one. If the student has made prior arrangements, she/he may be admitted; at the instructor's discretion and if there is space available.
Students who leave the program during or at the end of the quarter should talk to their instructor if possible before leaving. The teacher will put a note in their student file form about why the student left class if the reason is known. This includes students who inform the teacher of their reasons for dropping and those who exceed absences for unknown reasons.
All students who have missed 20 percent of the quarter will will need to schedule an appeal meeting to explain the reason for the absences. The Dean or Manager will decide about future participation. Students who do not complete the quarter receive the grade of NC.
Students can officially drop their classes for the first two weeks of the quarter. To do a drop, a student must fill out a red add/drop form in office BE3122.
If students feel misplaced in the first two weeks in the quarter, the student should talk to his/her instructor and get feedback about if the teacher agrees. If there is a large skill gap between the student and level, there is the possibility of moving up levels. The teacher would have to clear this through the Dean and check to see if there is space available in the next class.
If the student is new, check the placement test on file to determine why the student was placed at this level. Remember that students with uneven skills are usually placed at the lower level.
Maximum number of absences
Students must attend 80% of their classes each quarter. If not, the student will not be allowed to register for the following quarter, unless there were extenuating circumstances.
Tardiness is counted as partial absences. Teachers will keep track in attendance logs and if the tardiness is equivalent to missing 20% of the classes, the student will not be allowed to register for the following quarter.
Advancing to the next level
A Student Must Complete An Average 75 percent Mastery In Order To Move Up.
The curriculum is divided so that each level can be covered in one quarter. Instructors should maintain clear and firm standards for class work and homework, as well as offer support to students who have difficulty with the work.
Instructors should keep records of assignments completed and advise students who are not keeping up with the work. Students should be informed of expectations for the class when they begin.
Students moving to the next level are given the grade S.
Repeating the course
Some Students May Not Be Able To Complete 75 percent Mastery In One Quarter And May Need More Time
If these students are doing the assignments and making progress, the instructor may recommend that the student repeat the course. The appropriate grade for students repeating a course is Y.
A Few Students May Not Be Able To Complete 75 percent of the Competencies After two Quarters
If these students are doing the assignments and making progress, the instructor may recommend that the student continue at the same level for a third quarter. Officially a student can be in a level 3 times but if a student does not progress within three quarters, the student will have to rest out in accordance with Washington State Board policy.
Any student who is not making progress because she/he is not doing the work will be asked to rest out, even if it is his/her first quarter at that level. These students should be counseled by the teacher during the quarter and warned in advance of this possibility.
Any student who is attempting to do the work but is not making progress may be asked to meet with the instructor and the division counselor at the point when progress is no longer being made. If it is determined that the student can no longer benefit from our program, options including reexamination of student's goals and/or referral to other agencies will be considered.
If it is determined by the instructor and the counselor that the student will no longer benefit from our program, the student will be exited, not rested out. Students who are not progressing are given the grade NC.
All students exit a level after mastering 75 percent of the competencies. After a student completes level 5B, they will be exited from the Basic & Transitional Studies ESL program. If the student's goal is to attend college, the student will need to take the COMPASS test.
Reading/Writing: Level 1, Level 2, Level 3, Level 4A, Level 4B, Level 5A, Level 5B
Listening/Speaking: Level 1, Level 2, Level 3, Level 4A, Level 4B, Level 5A, Level 5B
If a student is placed into level 1 or level 2, they must take Reading / Writing and Listening/Speaking simultaneously. If the student is placed in level 3 or higher, the student can choose to take one class only or both. The student can be split between levels if their skills vary (Example: Reading/Writing Level 4A and Listening/Speaking Level 5A).
Tutoring is a special service offered to students of the Basic & Transitional Studies Division. It supplements classroom instruction in order to increase students' chances of success. Tutoring services are provided by volunteers, service–learners, and tutor for credit students and are coordinated by staff.
The tutoring schedule follows the quarterly schedule of the college. Hours of tutoring are from 8 a.m. to 9 p.m. Monday–Thursday and 8 a.m. to 6 p.m. on Friday. All tutoring takes place in room BE3122.
Premise and Priority
Students must be currently enrolled in Basic & Transitional Studies classes to be eligible for tutoring. (Exception is made for Talk Time participants. At this time, anyone interested may attend).
However, rest–out students may be eligible on a case–by–case basis. These are students who have the potential to continue their education at Seattle Central and would benefit from tutoring. The rest–out student's most recent teacher must complete an ABE Student Intake Form or an ESL Student Intake Form and select the appropriate priority number.
If necessary, the instructor, counselor and tutor coordinator will meet to discuss the rest–out student's needs. In most cases, tutors will work one–on–one with the rest-out student in the area that is delaying progress with the goal of increasing achievement, building self esteem and subsequently getting the student up to speed so that she/he can return to and be successful in the classroom.
Students who have been exited from the program are not eligible for tutoring
Both students and instructors need to understand that receiving a tutor is a privilege and not a right. Students are not guaranteed tutors, but every effort will be made to meet their needs.
The highest priority for tutors will be given to the students who have demonstrated good attendance, motivation, and who are unable to keep pace with the rest of the class.
After receiving a tutor, if a student does not come two consecutive times, the tutor will be reassigned to a new student.
All students must reapply for a tutor each quarter, regardless of if they received a tutor or not due to new schedules, new feedback and priority level from teacher, etc.
Students whose needs cannot be met by Seattle Central are referred, through the Basic & Transitional Studies office, tutoring office or counselor, to outside literacy agencies.
Requesting a tutor
- Pick up an ABE Student Intake Form or an ESL Student Intake Form from the Tutoring Office. This can be done by either the instructor or the student.
- A teacher will evaluate students’ needs as carefully as possible before referring students for tutoring.
- After evaluating students, the teacher will fill out the reverse side of the form as completely as possible, as incomplete information will result in delay. Be specific about the students' status and skill level. Double check that students have completed the front side of form, and verify that they have indicated the times they are available for tutoring. The more flexible they are, the better their chances are of receiving a tutor. Students are expected to commit to two hours a week.
- Write one or two sentences indicating the reasons for referral and be sure to sign your name as the referring instructor. The more specific the instructor is about student needs, the easier it is to make a good placement of the tutor with a student and the more effective the tutor can be in helping the student. It's important to designate what aspects of reading, writing or grammar the student needs help with.
- Priority Interpretation –
- 5: highest priority (4's and 5's may be combined with one tutor if time availability and instructional level match easily)
- 4: next to the highest priority
- 3: average priority
- 2: low priority
- 1: lowest priority
- Instructors need to return forms to tutor coordinators.
Procedure for students who were receiving tutoring services during the quarter
- Tutors will be sent a form at the end of the quarter to determine whether or not they will be returning for the next quarter and if they will be returning, whether they want to continue working with the same student(s). Students will receive tutoring for a maximum of one academic year.
- Students of tutors who will not be returning will need to apply for a new tutor.